Second-grade students at a public school in an upper middle class neighborhood had received minimal guidance in the writing process and in self-evaluation of writing progress. In addition, the students did not have the opportunity for meaningful writing daily. A practicum was designed which addressed these problems through the use of portfolios. A teacher-made survey elicited the information that 75 of the 125 students did not like to write; teachers were also surveyed. Workshops explaining the importance of the writing process and how to teach it were presented to the second graders. The workshops provided information about the writing process, peer conferencing, writing centers, modeling the writing process, and writing workshops. The practicum developer served as a resource person for the other second grade teachers and assisted them with setting up writing centers in their classrooms and with the development of student portfolios. Results of the practicum were positive. Analysis of the data revealed that the teachers understood and taught the writing process and that the students showed increased growth in using the writing process and in self-evaluation of their writing growth. (Contains 30 references, the teacher survey, the student survey, and teacher interview questions.) (Author/NKA)